Whose line is it anyway?; Non-linear careers in education

In education, career paths often aren’t straightforward. Many of us have experienced non-linear journeys, moving between teaching, leadership, and even roles outside the schools entirely. I wondered about this after talking to a new friend about my career so far. I’ve ‘gone up’ and ‘back down’ again myself and find people’s reactions to it really varied. So I asked educators on social media to share their non-linear career progression to better understand the wider variety of career paths we see today compare to in previous decades. At the heart of this, I genuinely believe that stepping back into the classroom isn’t a step down—it’s a sign of your perspective. Teaching is the heart of our profession, and we shouldn’t feel uneasy about returning to it, no matter where our careers take us and yet some of the people I have asked were concerned about how some of their career choices would look to others.

Shifting Between Leadership and Teaching Roles

A common theme among those with non-linear careers is the constant shifting between roles as well as doing similar roles in different schools instead of continually ‘going up’. For those who did they, they were questioned about this on interview, but weren’t sure why this needed justifying when they liked the role, but wanted a new context to add a level of challenge.

For a couple of the people who got in touch, they moved back into the classroom after realising that leadership just wasn’t for them. People described moving into leadership positions—Assistant Principal (AP), Head of Department (HoD), or even central roles in MATs—only to realise that their true passion lies in teaching. For some, the classroom remains the place where they feel most fulfilled. As one educator put it, “there’s an honour in teaching,” and for many, it’s a role that feels more aligned with their core values, even if higher-ranking positions seem more prestigious.

These shifts can also stem from moral challenges faced in leadership. As one respondent shared, climbing the leadership ladder can sometimes lead to feeling disconnected from the classroom, creating a sense of loss. This serves as an important reminder that, while leadership is essential, it may well be that the role of teacher is the where we most feel the immediate sense of having an impact that shapes students’ lives.

Non-Linear Paths: A Blessing and a Curse

While a non-linear career offers a broader skill set and exposes you to a variety of experiences, it can also present challenges, particularly when applying for new roles. Those who had move to local authority, university or trust roles outlined that when applying for senior leadership roles in schools, those schools did not always understand candidates’ experiences, with the skills they learnt away from schools being misinterpreted or overlooked. One educator noted that their non-traditional roles weren’t always recognised, with others assuming they had taken a "step down." They felt that the lack of clarity around what a role entails for positions such as subject leader across trusts meant that they were seen as unsuitable for roles they actually felt they’d be competent at given their level of experience.

Moreover, there’s often a disconnect between different educational settings. While roles across a network of schools or within central educational organisations offer valuable insight, they can sometimes feel far removed from the fast-paced realities of the classroom. This disconnect can be frustrating for educators who have to explain that impact ultimately filters through teachers and into the classroom. This can be a reason for ‘stepping back’ from a trust role to work in a single school setting.

Family Responsibilities and Career Flexibility

An important aspect of non-linear careers that is often overlooked is the impact of family responsibilities. Many educators find themselves stepping into less demanding or high-profile roles due to the need to care for young children, elderly parents, or other family members. These shifts are often temporary and driven by the necessity of balancing professional life with personal duties.

For some, this means returning to teaching part-time or taking on roles that may not carry the same level of responsibility as leadership positions. But these decisions aren’t a retreat from ambition; they’re a reflection of personal priorities—priorities that deserve recognition. Choosing to adjust your career to accommodate family responsibilities is part of the broader narrative of career progression, showing resilience and adaptability in the face of competing demands. Life has seasons and so normalising a non-linear career path supports parents and carers to return to previous positions if and when the time is right.

Non-School Roles

Roles in education consultancy, curriculum development, policy work, or working with educational charities offer valuable perspectives and are often driven by a desire to make a broader impact. These educators still hold teaching and learning at their core, but some may question the extent to which people can understand the realities of classrooms when they have not been in them for a number of years (maybe even decades). Normalising the idea of returning to teaching periodically—whether it’s for a few years, part-time, or after a stint in a non-school role—could be incredibly beneficial for both the individual and the profession. One educator expressed a desire to go back to the classroom just before retirement, viewing their careers as coming full circle. This would ensure that we continually refresh our perspectives and reconnect with the heart of our work.

Back to the 'Chalk Face'

As non-linear career paths become common in education, and they often lead to rewarding experiences that make us more well-rounded professionals. But there should be no shame or sense of failure in returning to teaching after experiencing the wider educational landscape. Valuing people who step back into the classroom is a sign of perspective—a demonstration that we understand that classroom teaching is the foundation of everything we do in education.